Introduction
This reflective essay explores my preparation and approach to conducting a single assessment as a student social worker during a home visit for Daniel Malik, an 8-year-old child referred by Greenfields Primary School due to concerns about frequent absences, poor hygiene, and potential neglect. The referral also highlights issues surrounding the father, George Malik, including suspected substance misuse and untreated mental health challenges. This essay aims to critically reflect on my readiness for practice, focusing on the role-play and case study requirements of building rapport, addressing confidentiality, exploring concerns sensitively, and applying relevant legislation. Drawing on theoretical frameworks and recent academic literature, I will evaluate my approach to the initial assessment, identifying strengths and areas for improvement. The reflection will consider key aspects such as communication skills, ethical considerations, and the application of legal and policy frameworks in child safeguarding, ensuring alignment with the professional expectations of social work practice.
Preparation and Readiness for Practice
My preparation for the home visit involved a thorough review of the referral details and background information provided by the school safeguarding lead. Understanding the context of Daniel’s frequent absences and reported lack of food at home signalled potential neglect, a key concern under the Children Act 1989, which places a statutory duty on social workers to safeguard and promote the welfare of children in need (HM Government, 1989). I also familiarised myself with the family’s history of engagement with services, noting their disengagement from early help support two years prior. This highlighted the importance of adopting a strengths-based approach to re-engage the family while remaining alert to risks.
To ensure readiness, I revisited the Professional Capabilities Framework (PCF) for social work, particularly domains related to professionalism, values, and ethics (BASW, 2018). I recognised that my role required me to introduce myself clearly as a student social worker, explain the purpose of the visit, and establish trust with George and Daniel. However, I also acknowledged the potential challenges in discussing sensitive topics such as substance misuse and mental health without causing defensiveness. Therefore, I planned to use open-ended questions and active listening techniques, as recommended by Koprowska (2020), to create a non-threatening dialogue. While my preparation was informed by academic and professional guidance, I remained aware of the limitation that theoretical knowledge alone cannot fully prepare one for the unpredictable dynamics of real-world interactions.
Building Rapport and Addressing Confidentiality
During the role-play simulation of the home visit, I prioritised building rapport with George and Daniel. I introduced myself with a calm and friendly tone, explaining my role as a student social worker tasked with understanding their circumstances to offer support. Research by Trevithick (2012) underscores the importance of empathy and genuineness in establishing trust, which I aimed to demonstrate through body language and verbal affirmations. For instance, I ensured eye contact and nodded to show I was listening attentively.
A critical aspect of the interaction was addressing confidentiality. I explained that while I would strive to keep our conversations private, I had a legal obligation to share information if there were concerns about Daniel’s safety, as mandated by the Working Together to Safeguard Children guidelines (HM Government, 2018). I noticed that George appeared apprehensive during this explanation, which prompted me to reassure him that my goal was to work collaboratively to support the family. Reflecting on this, I realised that while I conveyed the necessary information, I could have provided more clarity on how information-sharing decisions are made, ensuring greater transparency. This is an area for improvement in future practice, as effective communication about confidentiality can significantly influence trust.
Exploring Concerns Sensitively
Exploring the concerns raised by the school required a delicate balance between curiosity and sensitivity. I began by asking George about Daniel’s school attendance and general well-being, framing my questions as expressions of concern rather than accusations. For example, I asked, “Can you tell me a bit about how things have been at home for you and Daniel lately?” This approach aligns with solution-focused techniques, which encourage service users to share their lived experiences without feeling judged (De Shazer & Dolan, 2007).
George’s responses were initially guarded, particularly when I raised the issue of Daniel’s hygiene and reports of limited food access. Reflecting on this, I noted a missed opportunity to validate his feelings by acknowledging the challenges of parenting as a single father with potential mental health struggles. Koprowska (2020) argues that validation can reduce defensiveness and encourage openness, and I intend to integrate this more consistently in future interactions. Furthermore, I remained mindful of the power imbalance inherent in social work assessments, striving to avoid assumptions about George’s substance misuse until I had gathered more evidence. This cautious approach reflects my commitment to anti-oppressive practice, which seeks to challenge stigma and structural inequalities (Thompson, 2016).
Application of Legislation and Policy
A fundamental component of the assessment was ensuring compliance with relevant legislation and informing George of his rights and the process ahead. I referenced the Children Act 1989, explaining that my role was to assess whether Daniel was a child in need or at risk of significant harm, and that any support or intervention would aim to prioritise his welfare (HM Government, 1989). Additionally, I drew on the guidance from Working Together to Safeguard Children (HM Government, 2018), which emphasises multi-agency collaboration. I informed George that I would liaise with the school and other relevant services to build a comprehensive picture of the family’s needs.
However, I encountered difficulty in explaining the legal framework in a way that was accessible to George, who seemed overwhelmed by the formal language. Reflecting on this, I recognised the importance of tailoring communication to the service user’s level of understanding, a skill I need to develop further. Literature suggests that simplifying complex information without losing accuracy is crucial in empowering families to engage with the assessment process (Featherstone et al., 2018). This experience highlighted the practical limitations of theoretical knowledge when applied in real-time interactions, prompting me to seek additional training in effective communication strategies.
Gathering Information on Lived Experience
Gathering information about Daniel and George’s lived experience was a priority during the visit. I asked questions about daily routines, access to food, and George’s support networks, aiming to identify both risks and protective factors. Daniel’s withdrawn behaviour, as observed by the school, suggested emotional distress, and I made a mental note to explore this further through direct engagement with him in a future visit, ensuring a child-centered approach (Horwath & Platt, 2019). George mentioned struggles with unemployment and mental health, which I acknowledged as significant stressors. I offered information about local community resources, such as food banks and mental health support services, demonstrating a practical application of my role.
Reflecting on this, I felt I gathered a reasonable amount of baseline information, but my focus on factual data may have limited deeper exploration of emotional experiences. Indeed, social work literature highlights the value of narrative approaches in understanding the subjective realities of service users (Riessman, 2008). In future assessments, I aim to allocate more time to exploring personal stories, balancing this with the need to address immediate safeguarding concerns.
Conclusion
This reflective essay has examined my approach to a single assessment as a student social worker, focusing on readiness for practice in the context of a home visit for Daniel Malik and his father, George. My preparation, informed by legal frameworks such as the Children Act 1989 and professional standards like the PCF, provided a sound foundation for the interaction. Building rapport and addressing confidentiality were critical initial steps, though I identified areas for improvement in ensuring transparency and accessibility of information. Exploring concerns sensitively and gathering data on lived experiences demonstrated my commitment to ethical practice, yet I recognised the need for greater emotional validation and narrative exploration. The application of legislation, while accurate, underscored the challenge of communicating complex ideas effectively. Overall, this reflection highlights my growing competence in social work practice while identifying key areas for development, such as tailored communication and deeper engagement with service users’ perspectives. These insights will inform my ongoing learning and future assessments, ensuring I contribute effectively to child safeguarding and family support.
References
- BASW (2018) Professional Capabilities Framework. British Association of Social Workers.
- De Shazer, S. and Dolan, Y. (2007) More Than Miracles: The State of the Art of Solution-Focused Brief Therapy. Haworth Press.
- Featherstone, B., Gupta, A., Morris, K. and White, S. (2018) Protecting Children: A Social Model. Policy Press.
- HM Government (1989) Children Act 1989. UK Legislation.
- HM Government (2018) Working Together to Safeguard Children: A Guide to Inter-Agency Working to Safeguard and Promote the Welfare of Children. Department for Education.
- Horwath, J. and Platt, D. (2019) The Child’s World: The Essential Guide to Assessing Vulnerable Children, Young People and Their Families. 3rd edn. Jessica Kingsley Publishers.
- Koprowska, J. (2020) Communication and Interpersonal Skills in Social Work. 5th edn. SAGE Publications.
- Riessman, C.K. (2008) Narrative Methods for the Human Sciences. SAGE Publications.
- Thompson, N. (2016) Anti-Discriminatory Practice: Equality, Diversity and Social Justice. 6th edn. Palgrave Macmillan.
- Trevithick, P. (2012) Social Work Skills and Knowledge: A Practice Handbook. 3rd edn. Open University Press.
